VISION Preparing each student for post-secondary success through a culture of excellence in:

2. VISION • Preparing each student for post-secondary success through a culture of excellence in: • Challenging academics • Critical thinking • Purposeful collaboration • Applied innovation • Global stewardship • Challenging students and graduates to become informed, caring contributors.

3. HSD 2025: Graduate Learner Outcomes • Foundational Content Areas • Global Literacy • Technology Literacy • Entrepreneurial Learning • Environmental Sustainability • Thinking • Life Skills

4. High School Learning of/for the Future Recommendations

5. High School Learning of/for the Future Research Study Team Barb Van Loenen – Board of Education Mary Bowen-Eggebraaten – Superintendent Sandi Kovatch – Learning Services Peg Shoemaker – Staff Development Ed Lucas – HS Administrative Rep. Jim Dalluhn – MS Administrative Rep. Susie Prather – Elem. Administrative Rep. Nancy Toll – IT Andy Haase – HS Arts Chuck Bublitz – HS World Languages Ed Johnson – HS Special Education Jody Gabriel – HS Social Studies Josh Halvorson – HS Science Kim Powers – HS Language Arts Melisa Hansen – HS School-to-Work Steve Sollom – HS Mathematics Sylvia Strom – HS Family & Consumer Ed. Chris Berglund – HS Student Tessa Bakken – HS Student Liz Malanaphy – Parent Brian Zelenak – Community Rep Tom Brinsko – Community Rep. Tracy Habisch-Ahlin – Facilitator/Communications Redefining how high schools go about the business of educating students is critical as we work to prepare each student for post-secondary success and challenge them to become informed, caring contributors who can meet the challenges of the 21st Century.

6. High School Learning of/for the Future Research Study Team Charge New Trier • Research and analyze best practice high school models for learning with support 21st Century learning skills and the strategic vision of HSD 2025. • Present High School of the Future recommendation(s) for organization and structure to the Board of Education for approval. Decatur Central HS MN Zoo School

7. HSD 2025 Strategic Vision Small Learning Comm. Project-Based Learning Transitions Advisories High School of the Future Graduate Learner Outcomes

8. Assumes that classroom teachers who see students daily can be the first resource for students in matters of personal adjustment and academics. Students with same Advisor all 4 years of HS • Advisors with Students & Parents • Facilitates communication between school and family • Identify student interests and strengths • Assist in planning academic and personal goals Advisories Students and Advisors Builds relationships: teacher to student and student to student • Parents and Advisors • Better communication about student learning needs and monitor academic progress • Inform each other of special concerns or changes

9. Supported transitions into HS and out of HS • Senior Year Looks Different • Greater autonomy • Service • Higher education Transitions Freshmen support for adjusting academically and socially.

10. HIGH SCHOOL LEARNING OF/FOR THE FUTURE ADVISORIES

11. HSLF Advisory Team members: Chuck Bublitz* - co-chair Wendy Langer* - co-chair Laurie Harmon - teacher Erin Williamson - teacher Steve Sollom -teacher Gerry Uchytil - teacher Kelly Dufner - teacher Kristin Nyquist – counselor Dana Krahenbuhl - staff Lucas Reidenbach - Ed. Asst. Liz Hovland - Middle School Ann Truhler - parent / HS support staff Alex Briesmeister - student (10th grade) Murphy Johnston - student (9th grade) Bridget Armbruster – parent Sue Gherty - community member

12. Five Key Dimensions to a Successful Advisory Program: • a stated purpose • thoughtful organization • relevant advisory program content • ongoing assessment • strong leadership The Education Alliance at Brown University

13. Purpose of Advisories: • Create Connections • Facilitate Academic Success • Develop Mentors/Provide Mentoring • Foster Character Building and Personal Growth

14. Create Connections: • Providing a “Home Base” • Small Groups • Frequent meetings • Diverse Single Grade Level Groups • Community involvement • Time for food, fun, celebration of success academic and otherwise

15. Facilitate Academic Success: • Four year Advisor/Advisee relationship • Frequent Progress ‘Check-in’s’ • Student ownership • Student Driven Goal Setting

16. Develop Mentors / Provide Mentoring: • In school & in the community • Intentional design • Freshman/Junior through Sophomore/Senior (*Student Mentor Program)

17. Foster Personal Growth through Character Building: • Intentional Design • Positive Character Traits • Healthy Choices • Service to community

18. Structure: • 20 students max • Single grade • Diversified by gender, GPA, special needs, etc. • Stay together 4 yrs. • For 25 minutes on full school days • Consistent, dedicated space

19. Established Proven Curriculum: • Meets the needs of the students, school; supports the purpose of Advisories. • Create Connections • Facilitate Academic Success • Develop Mentors/Provide Mentoring • Foster Character Building and Personal Growth • Common to all advisories • *Advisor has the flexibility to adapt the delivery of the curriculum based on their advisor group. • Organized around specific questions/themes/skills • Curriculum Coordinator / Advisory Coordinator

20. Advisors: • Role: Coach / Facilitator • Certified staff • Training and ongoing support will be provided • Support through • Advisory Coordinator • Student Mentors • HS staff e.g.: Counselors, AODA Coordinator, Social Worker, Administration, Police Liaison Officer • Community

21. We believe that everyone at the school should be accorded the respect of being known well, that the particular strengths and weaknesses, worries and hopes, of each young person should be understood and accommodated. Personalization is not just courtesy; it is the necessary condition for efficient and effective teaching of each student.” (Sizer, 1992, p. 143)

22. In general, students who do not feel an attachment to school personnel tend to have poorer attendance and to drop out more than students who perceive that they are part of a supportive, caring school environment. (Whlage, Rutter, Smith, Lesko, & Fernandez 1989)

23. Teacher Schedule Teach 5 classes Prep Advisory* or Resource** Study Hall or Alt Assignment or *Follow-up on Advisees ** Resource time examples: Academic Labs (e.g. writing center, math tutoring, study groups) AP support (e.g. APUSH critical reading sessions) PE Make-up, Test/quiz review, tutoring

24. Period Lunch Example (no study halls): •  1st Hour​ Eng 9 • 2nd Hour​​ Eng 9 • 3rd Hour​​ Prep • 4th Hour​​ Eng9 A Lunch (B Advisory/Mentorship) • ​​ ​ B Lunch (A Advisory/Mentorship) • 5th Hour​​ C Lunch C Lunch (D Advisory/Mentorship) • ​​ ​ D Advisory D Lunch (C Advisory/Mentorship) • 6th Hour ​​Eng9 • 7th Hour​​ Eng9

25. 3 Period Lunch Example: 1st Period Eng 9 2nd Period Eng 9 Advisory / Office Hours / Resource / other 3rd Period Prep 4th Period Eng 9 5th Hour Class during AB, BC, AC A Lunch Eng 9 B Lunch Eng 9 C Lunch Lunch 6thPeriod Study Hall 7th Period Eng 9

26. 2011-2012 Goal: Implement Freshman Advisories Work to be done: • Secure volunteer advisors • Finalize Advisory Proposal to the School Board • Present Advisory Proposal to the School Board *2014-15all students will have an advisory

27. Exit slip: What questions do you have about the Advisory Period? Might you be interested in serving as an advisor? If you don’t support the proposal, what is the main barrier for you? What questions/concerns remain?